foundations of teaching and learning
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FOUNDATIONS OF TEACHING AND LEARNING
Student As Learner and Teacher in Clinical Education
Student as a Learner
How Do You Learn?
How do you learn?
Definition of Learning: the process of gaining information, changing behavior, acquisition of new skills, and affective skils.
Process of Learning Trial & Error Conditioning Imitation: pt. and PT Experimental: theroize Primarily Cognitive (need Affective and
Psychomotor)
How do you learn? Pedagogy vs Androgogy
First time learning Didactic with responsibility on learner Emotional Intelligence
Domains of Learning Cognitive Psychomotor Affective
Learning Styles
Adult Learner –Is this you?
Independent Prefers Participation Seeks Relevance Utilizes Past Experience Problem Oriented Open to Learning (Readiness) Tolerates Ambiguity (More than one
answer)
Objectives of the Module
Review Definitions, Roles, Responsibilities of ADCE, CCCE, CI
CI / Student Relationship Communication Methods Feedback Tools
Factors for Becoming a CI Appreciate the Role of the CI Consider Future Role as a CI
Definitions, Roles, Responsibilities Relevance
You are a current consumer Make the most of your clinical
education experiences Understand how your performance
will be evaluated You are a future provider of clinical
education
Definitions, Roles, Responsibilities “The Stage”
The Environment What is present at the facility Physical setting Personnel (administrative, professional
staff, support staff)
Definitions, Roles, Responsibilities“The Players”
Academic Coordinator of Clinical Education (ACCE)
Associate (Academic) Director for Clinical Education (ADCE)
Center Coordinator of Clinical Education (CCCE)
Clinical Instructor (CI) Student
Definitions, Roles, ResponsibilitiesACCE/ADCE
Definition: Person employed by the university
whose primary concern is relating the students’ clinical education to the curriculum
Roles: Administrator, educator, facilitator,
coordinator, problem solver, decision maker
Definitions, Roles, Responsibilities ACCE/ADCE Responsibilities
Communicates between academic institution and clinical education sites
Clinical education program planning, implementation and assessment
Develops new clinical education sites Provides clinical faculty development Schedules clinical education affiliations Manages student assignments to clinic Monitors student progress
Definitions, Roles, Responsibilities ACCE/ADCE Responsibilities
Assists students and clinical faculty with problems
Individualizes clinical education for students as necessary
Develops remediation plans as necessary
Decides when students have satisfactorily completed clinical education
Definitions, Roles, ResponsibilitiesCCCE
Definition: Person at each clinic site who
coordinates and arranges the clinical education for the students and also the one who communicates with the ADCE and faculty at the school
Role: Administrator, educator, coordinator,
facilitator, problem solver, decision maker
Definitions, Roles, Responsibilities CCCE Responsibilities
Oversee the clinical education program at the facility
Serve as liaison between university and facility
Prepare CI(s) for their role Communicate information to CI(s) Facilitate student /CI communication Assist the CI in problem solving Update the clinical education program
yearly Stay current with developments in clinical
education
Definitions, Roles, ResponsibilitiesCI
Definition: Person who is responsible for the direct
instruction and supervision of the student in the clinical education setting.
Role: Clinical teacher, clinician, facilitator,
coordinator, evaluator Work under their license
Definitions, Roles, ResponsibilitiesCI Responsibilities
Plan meaningful learning experiences to promote student achievement of objectives
Supervise and evaluate the student Be available to meet with the student
for daily discussions Meet with the CCCE primarily during
terminal affiliations
Definitions, Roles, Responsibilities CI
Be vigilant of patient and student safety at all times
Develop a learning contract with the student if applicable
Work with the clinical education team (ADCE, CCCE, and student) if challenges arise
Take full responsibility for all patient care related actions of the student
Definitions, Roles, ResponsibilitiesStudent
Definition: Learner…the person whose behavior is
expected to change
Role: Physical Therapist – Novist Clinician Colleague Teacher Evaluator
Definitions, Roles, ResponsibilitiesStudent Responsibilities
Meet all general, specific, and personal objectives for the clinical experience
Perform all duties expected of a physical therapist with the degree of competence expected for the level of the course
Adhere to all departmental policies and procedures
Evaluate self, experience, CI, facility, and academic preparation
The Clinical Education Sequence
Fall Winter Spr/Summer
Year 1Clin Observation
Intro to Clin Practice
Year 2Clin Ed II
Year 3Clin Ed III Clin Ed IV
Clin Ed VClin Ed VClin Ed VI
Any Questions?
CI/STUDENT RELATIONSHIP
Observe Assist Team patient care Supervised patient care “Independent” patient care
CI/STUDENTCommunication
Orientation Patient Planning Feedback to students
Immediate – Daily – Weekly Mid placement formative evaluation Final placement summative evaluation
Feedback to CI(s) Informal Formal
CI/STUDENTCommunication
Constructive Criticism Appropriate Non-verbals Setting expectations Admitting weaknesses Self assessment Conflict Resolution Ownership/Solutions Initiation
CI/STUDENTCommunication
KEY TO SUCCESS:
COMMUNICATION!!!!!
Effective Communication
Active listening Clarifying intent of communication and
thus conveying meaning Assertiveness versus aggressiveness
Professional Boundaries (Purtillo)To main communication on a
professional basis
Cliche conversation Very general
Almost nothing personal “TMI”
Personal ideas & judgment May be offensive
Feelings & emotions Professional maintain emotions to the best
of their ability Peak communication
Right place, right time
CI/STUDENTFeedback Tools to Assist
Communication
APTA Code of Conduct Generic Abilities APTA Core Values Clinical Performance Instrument (CPI) –
Entry Level 3. Demonstrated professional behavior during
interactions with others 6. Communicates in ways that are congruent
with situational needs 15. Educates others (pt, family, caregivers,
staff, students, other HCW) using relevant and effective teaching methods
CI/STUDENTFeedback to the UniversityTo Assist Communication
Surveys Exit interviews Site visits Individual student performance evals Community Advisory Committee Informal from colleagues
Interactions with CI/Student
Appropriate professional boundaries See previous slide
Addressing CI, patients, staff Title Formality Roles
Role as Student During Clinical Education Experiences
Clarifying expectations with clinical instructor
Goals and objectives Culture of clinical setting Expectations of clinical instructor Dealing with differences between
student and clinical instructor Feedback
Constructive
What are the characteristics of a good CI?
CI CHARACTERISTICSStudents’ Perspective
Good clinician Collegial Good communicator Informs student of expectations Open to student’s ideas Is organized Gives frequent feedback (both + & -) Good sense of humor Good teacher Lets student “try their wings”
CI CHARACTERISTICSClinicians’ Perspective
Enthusiastic Good sense of humor Challenges in supportive way Gives feedback (both + & -) Excellent clinical skills Takes time with the student Negotiates supervision with student Orients student to facility and community Considers students’ needs and expectations
Appreciate the Role of the CI
Welcomes you into their facility Fear of not giving the student what
they need Fear of conflict Longer hours, more work and NO PAY Fear of the unknown May not live up to students’
expectations
Why would anyone want tobecome a CI?
Appreciate the Role of the CIWhy take a student?
Enhances your learning Gives new perspective on field of PT Sharing information Indirect Physical Therapy Gratification to know you had an
integral part of developing a future physical therapist
Networking
STUDENT AS A CLINICAL TEACHER
How do you know you are ready? Experience Capacity Interest Credibility Availability Ability to assess the performance of others Capable of occasional difficulty
conversations
APTA Website: CI Self Assessment
Case #1
At midterm, student is told they use the cell phone too often, chew gum during patient care, don’t come prepared with homework (look up medical diagnoses of pt case’s for next day)
What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?
Case #2 The student has been identified as
not being able to measure ROM of peripheral joints when the patient is in modified positions from standard position, cannot remember MMT positions and resistance, and does not recall special tests for orthopedic pt populations.
What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?
Case #3
The CI has reviewed definitions of physical assistance with the student numerous times. The student keeps mixing up the definitions during documentation.
What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?
Case #4
The student is in the acute care setting and keeps missing important orders that are precautions or contraindications for the physical therapy examination and/or intervention.
What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?
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